The Behavior Analysis Training System (BATS) at Western Michigan University offers an intensive two-year MA program in behavior analysis with a focus on training practitioners to work with children with autism. Students receive pre-approved coursework to become Board Certified Behavior Analysts and participate in a heavy workload that includes teaching undergraduate seminars. Financial support is limited, but the program provides opportunities for hands-on training and prepares students to work as autism practitioners in two years or less.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
This presentation was designed for a project 3.3 in my English 333 class (technical writing). The project was given to the class with the goal of addressing an issue in the community. The issue I addressed was the lack of a proper mentor-ship program at University of Southern Mississippi.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Applied Behavior Analysis Department Welcome Letter - The Chicago School of P...The Chicago School
http://www.TheChicagoSchool.edu Apply to start your Psychology Degree by enrolling with The Chicago School of Professional Psychology. The Chicago School is a not-for-profit, accredited institution with more than 3,500 students at campuses across the country (Chicago, Los Angeles and Orange Counties, Calif., and Washington, D.C.) and online. As the nation's oldest and largest graduate school devoted exclusively to psychology and related behavioral science, TCSPP offers more than 20 degree programs and a wealth of opportunities for international experiences.
FIRST CLASSMATE’S REPLY By Erika Little Discussion Board Modu.docxclydes2
FIRST CLASSMATE’S REPLY:
By Erika Little
Discussion Board Module 4-Doctoral Persistence
COLLAPSE
Research Question: Why is the persistence for doctoral students greater for those who participate in online programs?
I intend to interview first year doctoral students and graduating doctoral students to get the varying perspectives on the answers to these questions. First year students may view persistence having general obstacles like tuition affordability and course work whereas graduating students have a seasoned perspective and may have specific data around persistence and obstacles for students. I believe both pools of interviews will yield valuable data.
Five Interview Questions:
Do you believe online doctoral programs allow greater flexibility for students?
Do you think online doctoral programs are [more difficult] or [less difficult] for student persistence?
Is student persistence and academic rigor mutually exclusive?
Do you agree that doctoral persistence is a result of many variables?
Do you agree that online programs compared to face to face programs mitigate many persistence obstacles for students?
Analysis
The research question is “Why is the persistence of doctoral students greater for those who participate in online programs?” The purpose of this research question is to focus the research and analysis of whether persistence of doctoral students is related to how students take their courses. Online courses offer a great deal of flexibility for students, whereas face to face courses have an advantage of dialogue and the formation of interpersonal relationships between students. Each delivery format has its pros and cons, but the purpose of the research question is to evaluate the experience of doctoral students to see what obstacles existed for them and if those obstacles were associated with their course delivery format. For example, if students cite extracurricular responsibilities as an obstacle, having face to face courses may have impacted their schedule if they work or have a family.
The data retrieved for this research analysis will be retrieved through a series of interviews with first year doctoral students and doctoral students who have recently graduated, with both populations having face to face or online delivery formats. The interview questions posed are purposed with getting the doctoral students to evaluate their own person experience and personal objectives as a student. This information creates a pool of obstacles that the research can report on as what negatively impacts doctoral persistence. It is valuable information despite it having a subjective origin. The personal experience of the doctoral students allows for the research to have more color for the audience reviewing the completed analysis.
In conclusion, the purpose of the research is to evaluate whether online doctoral degree programs have greater persistence because of the perspective that online academics is an easier balance for students. The in.
8
Applying Psychology: To Workplace,
to Life
Chapter Learning Outcomes
After reading and studying this chapter, students should be able to:
• comprehend the importance of networking in psychology and being active in the field, including
attending conferences and reading widely published works about human behavior.
• appreciate the high value of undergraduate research and know that many benefits can accrue from
involvement in research, including the establishment of a mentoring relationship with a faculty member.
• recognize the importance of national-level organizations to help organize and coalesce the broad field of
psychology into meaningful and value-added organizations such as APA, APS, and Psi Chi.
• describe basic graduate school admission strategies and know the next steps to be taken if a student
wanted to pursue this post-baccalaureate opportunity.
• describe the basic transitions processes from college to career and recognize the potential pitfalls and
behaviors that can get a new college hire demoted or fired, as well as know the behaviors that can lead
to hiring and promotion in the workplace.
• reflect on their psychology major as well as aspirational goals, whether related to a career or graduate
school, and understand some of the next steps to be taken after self-reflection and career planning.
• describe what it means to think like a psychologist, and to comprehend the basic, fundamental beliefs of
scientists trained in psychology and their accompanying views of the world.
Goodshoot/Thinkstock
lan66845_08_c08_p229-258.indd 229 4/20/12 2:51 PM
230
CHAPTER 8Introduction
Introduction
As an undergraduate, it’s easy to think of psychology as this very static discipline, and if you want more information about some type of behavior, you conduct a search and the information comes to you. As you fulfill the curriculum of your
undergraduate program, your professors and your online courses bring you information,
and your textbooks provide a wealth of knowledge about the subject matter. The Voices
from the Workplace feature box describes a passive approach to learning and under-
standing human behavior. Here I would encourage you to take a more active learning
approach—that is, if you want to get a sense of what psychology is all about, you have to
go and do psychology. We belong to an active and engaging discipline that is passionate
about all aspects of human behavior, and although we do share knowledge in various
forms of writing (journal articles, books, websites), interacting with peers and profession-
als in a conference setting can provide the energy and “juice” about the research enter-
prise. So I suggest that you go and do psychology: Work to become an active contributor to
our understanding of human behavior as well as a consumer of psychological knowledge.
Voices from the Workplace
Your name: Steve S.
Your age: 37
Your gender: Male
Your primary job title: Preside.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
This presentation was designed for a project 3.3 in my English 333 class (technical writing). The project was given to the class with the goal of addressing an issue in the community. The issue I addressed was the lack of a proper mentor-ship program at University of Southern Mississippi.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Applied Behavior Analysis Department Welcome Letter - The Chicago School of P...The Chicago School
http://www.TheChicagoSchool.edu Apply to start your Psychology Degree by enrolling with The Chicago School of Professional Psychology. The Chicago School is a not-for-profit, accredited institution with more than 3,500 students at campuses across the country (Chicago, Los Angeles and Orange Counties, Calif., and Washington, D.C.) and online. As the nation's oldest and largest graduate school devoted exclusively to psychology and related behavioral science, TCSPP offers more than 20 degree programs and a wealth of opportunities for international experiences.
FIRST CLASSMATE’S REPLY By Erika Little Discussion Board Modu.docxclydes2
FIRST CLASSMATE’S REPLY:
By Erika Little
Discussion Board Module 4-Doctoral Persistence
COLLAPSE
Research Question: Why is the persistence for doctoral students greater for those who participate in online programs?
I intend to interview first year doctoral students and graduating doctoral students to get the varying perspectives on the answers to these questions. First year students may view persistence having general obstacles like tuition affordability and course work whereas graduating students have a seasoned perspective and may have specific data around persistence and obstacles for students. I believe both pools of interviews will yield valuable data.
Five Interview Questions:
Do you believe online doctoral programs allow greater flexibility for students?
Do you think online doctoral programs are [more difficult] or [less difficult] for student persistence?
Is student persistence and academic rigor mutually exclusive?
Do you agree that doctoral persistence is a result of many variables?
Do you agree that online programs compared to face to face programs mitigate many persistence obstacles for students?
Analysis
The research question is “Why is the persistence of doctoral students greater for those who participate in online programs?” The purpose of this research question is to focus the research and analysis of whether persistence of doctoral students is related to how students take their courses. Online courses offer a great deal of flexibility for students, whereas face to face courses have an advantage of dialogue and the formation of interpersonal relationships between students. Each delivery format has its pros and cons, but the purpose of the research question is to evaluate the experience of doctoral students to see what obstacles existed for them and if those obstacles were associated with their course delivery format. For example, if students cite extracurricular responsibilities as an obstacle, having face to face courses may have impacted their schedule if they work or have a family.
The data retrieved for this research analysis will be retrieved through a series of interviews with first year doctoral students and doctoral students who have recently graduated, with both populations having face to face or online delivery formats. The interview questions posed are purposed with getting the doctoral students to evaluate their own person experience and personal objectives as a student. This information creates a pool of obstacles that the research can report on as what negatively impacts doctoral persistence. It is valuable information despite it having a subjective origin. The personal experience of the doctoral students allows for the research to have more color for the audience reviewing the completed analysis.
In conclusion, the purpose of the research is to evaluate whether online doctoral degree programs have greater persistence because of the perspective that online academics is an easier balance for students. The in.
8
Applying Psychology: To Workplace,
to Life
Chapter Learning Outcomes
After reading and studying this chapter, students should be able to:
• comprehend the importance of networking in psychology and being active in the field, including
attending conferences and reading widely published works about human behavior.
• appreciate the high value of undergraduate research and know that many benefits can accrue from
involvement in research, including the establishment of a mentoring relationship with a faculty member.
• recognize the importance of national-level organizations to help organize and coalesce the broad field of
psychology into meaningful and value-added organizations such as APA, APS, and Psi Chi.
• describe basic graduate school admission strategies and know the next steps to be taken if a student
wanted to pursue this post-baccalaureate opportunity.
• describe the basic transitions processes from college to career and recognize the potential pitfalls and
behaviors that can get a new college hire demoted or fired, as well as know the behaviors that can lead
to hiring and promotion in the workplace.
• reflect on their psychology major as well as aspirational goals, whether related to a career or graduate
school, and understand some of the next steps to be taken after self-reflection and career planning.
• describe what it means to think like a psychologist, and to comprehend the basic, fundamental beliefs of
scientists trained in psychology and their accompanying views of the world.
Goodshoot/Thinkstock
lan66845_08_c08_p229-258.indd 229 4/20/12 2:51 PM
230
CHAPTER 8Introduction
Introduction
As an undergraduate, it’s easy to think of psychology as this very static discipline, and if you want more information about some type of behavior, you conduct a search and the information comes to you. As you fulfill the curriculum of your
undergraduate program, your professors and your online courses bring you information,
and your textbooks provide a wealth of knowledge about the subject matter. The Voices
from the Workplace feature box describes a passive approach to learning and under-
standing human behavior. Here I would encourage you to take a more active learning
approach—that is, if you want to get a sense of what psychology is all about, you have to
go and do psychology. We belong to an active and engaging discipline that is passionate
about all aspects of human behavior, and although we do share knowledge in various
forms of writing (journal articles, books, websites), interacting with peers and profession-
als in a conference setting can provide the energy and “juice” about the research enter-
prise. So I suggest that you go and do psychology: Work to become an active contributor to
our understanding of human behavior as well as a consumer of psychological knowledge.
Voices from the Workplace
Your name: Steve S.
Your age: 37
Your gender: Male
Your primary job title: Preside.
Dead Man Test Blues: A Final Fiesta Project completed during the Conditioning and Learning course at WMU. This project is based on the Principles of Behavior Analysis 7th Edition authored by Dr. Dick Malott and Joseph Shane.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
Letter to prosective_grads_ppt
1. Letter To Prospective Graduate Students Dear Prospective Grad Students, The Behavior Analysis Training System (BATS) at Western Michigan University (WMU) is one of the best MA-level behavior analysis service-provider training programs in the world. We specialize in training behavior analysts to work with pre-school autistic children, and this training readily transfers populations.
2. Western Michigan University’s behavior analysis graduate program is one of the best behavior analysis programs in the world and was one of the first of ten programs to be accredited by the Association for Behavior Analysis (ABA). Plus, WMU’s Psychology department was the first program to receive the award for Enduring Programmatic Contributions in Behavior Analysis from the Association for Behavior Analysis.
3. In addition, our curriculum has been pre-approved by the Behavior Analysis Certification Board (BACB), which means it’ll be easier for you to become a Board Certified Behavior Analyst (BCBA). And I call my efforts at graduate and undergraduate training the Behavior Analysis Training System (BATS). (Malott, R. W., Vunovich, P. L., Boettcher, W., & Groeger, C. (1995). Saving the world by teaching behavior analysis: A behavioral-systems approach. The Behavior Analyst. 18, 341-356.)
4. BATS is untraditional and probably differs from what you’re used to and might anticipate; so here’s some info to help you decide whether BATS would be a good fit for you: BATS trains students to be autism practitioners, not researchers. Why? Because most people end up being practitioners, rather than researchers, even if they were trained to be researchers, and even if they earn a PhD. Essentially no one with an MA degree ends up being a researcher.(Malott, R. W. (1992). Should we train applied behavior analysts to be researchers? Journal of Applied Behavior Analysis. 25, 83-88.)
5. BATS mainly trains MA students, not PhD students. Why? Because there is a bigger need for behavior analysts with MAs than with PhDs, and most other faculty members concentrate on training PhDs. However, BATS does admit a new PhD student every year or so, usually from the students who have gotten their MA with me. A fair number of my MA students do enter PhD programs, after their MA, either at WMU or elsewhere. Incidentally, BATS admits up to 15 MA students each year.
6. BATS MA students do an MA project rather than an MA thesis. Why? Because the MA project is designed to help students acquire practitioner skills, whereas an MA thesis is designed to help students acquire researcher skills. Incidentally, doing a project rather than a thesis seems to neither hinder students from later entering PhD programs nor slow them down in getting their PhD degree. Incidentally #2, BATS students almost always get their MA degree in 2 years, which is at least one year less then most other MA students get their degrees, largely because they do the MA project rather than a research thesis. Incidentally #3, this means BATS does not provide the opportunity for either basic or applied experimental research at the MA level.
7. Typically the MA project consists of teaching an undergrad seminar in behavior analysis for two semesters. Sometimes the students only teach for one semester and do some other sort of project in the other semester. Why? Because by the time you have taught behavior analysis for a semester or two, you have really mastered the subject matter, a mastery you can’t get by merely being a student. Because, you’ll learn our behavior-based instructional and performance-management technology. And eventually, most of you will end up managing and doing staff training as part of your job, so you will then be able to make excellent use of the training you will be receiving here. In addition to teaching the seminars, the MA project consists of an R&D project, involving the supervision of an undergrad Psychology Honors assistant.
8. You will start your WMU grad experience with Behavioral Boot Camp, an intense 9-week training program that starts in early June and ends in early August. In this seminar we cover two courses: Psy 6100 and Psy 6710. Why? Because, by early August you will have a better conceptual understanding of the principles of behavior and their relation to applied behavior analysis than the majority of PhD behavior analysts in the Association for Behavior Analysis. Because, you will be way ahead of most everyone else in the other behavior analysis courses you take during your first year in the MA program. Because you will then be ready to teach the undergrad behavior-analysis seminars in the coming fall. Because you will have an opportunity to bond with your BATS cohort. We meet 3 hours/day, 5 days/week, including July 4th. As soon as it is available, we will post on DickMalott.com info on how to register for Psy 6100 and Psy 6710, along with their syllabi.
9. What’s the workload? Heavy Most world-class professionals in any field work about 60 hours a week. And that’s what we would expect of you. During our Behavioral Boot Camp, you will have time for nothing else. During the first year, you will have time for little else than your MA project and your courses, though you may be able to squeeze in some sort of 10-hour/week job, if one comes your way. During the second year, you will probably have a little more breathing space, depending on the courses you take.
10. What’s the WMU financial support? Close to zip. Usually nothing’s available for MA students. There might be an occasional paid opportunity to work with an autistic child in an in-home program. Also, if you qualify for financial aid, you also qualify for a paid work-study position, and I would encourage you to apply for such a position. BATS has a lot of work you could be involved with and make a little money, at the same time. In addition, a few of our students occasionally manage to get a grad assistantship in another department.
11. What are the MA-training goals? BATS trains people in autism, with a sub-specialty in organizational behavior management (OBM) and behavioral systems analysis (BSA). BATS also encourages all the autism-specialty students to get a strong background in OBM and BSA, because, with an MA or PhD degree, you will probably be doing a lot of staff training and management, and will be involved in designing, administering, and evaluating an autism program (system) wherever you work
12.
13. Because our current economy is making jobs in business and industry much more scarce than a few years ago,
14. Because their OBM training really sets them up well to work in human services/education settings (e.g., autism) training and managing staff,
15.
16. As part of their training to be professional behavior analysts, BATS students attend all of our departmental colloquia, and the following four conferences/conventions: Mid-American Association FOR Behavior Analysis (MABA), Behavior Analysis Association of Michigan (BAAM), Association for Behavior Analysis Annual and Autism Conferences. In addition, BATS MA students must apply for the Board Certified Behavior Analyst (BCBA) exam before they graduate, so they can take that exam soon after they graduate.
17. If you’ve already applied to the psych MA program, you might ask, Why you and Malott? Most of you listed me as your first choice to be your advisor. So the answer’s obvious for you. The rest of you listed me as an alternate choice or didn’t list me, but your first choices were unable to accept you. Our faculty want to make sure that as many good applicants as possible get a chance to attend WMU; so I looked at the promising applications that might be a good fit with me and BATS. And you looked like an excellent fit. Some of you may have applied to the PhD program, though you don’t have an MA. That’s cool, but I admit students into the MA program first; and then go from there, later helping them enter a PhD program, either with me or someone else at WMU or elsewhere.
18. Some of you may have applied to one of our WMU Psych programs other than Behavior Analysis. That’s cool, but because they were not able to take you into that program, I wanted to give you a chance to consider the Behavior Analysis Program, as your interests seemed to be equally compatible with that program, and you should be able to get the training you’re looking for. BATS also provides MA students with the opportunity to obtain the Temporary Limited License to Practice Psychology in the State of Michigan. This is an option for individuals wishing to stay in the state of Michigan after obtaining their degrees.
19. If you receive an offer from WMU, in addition to replying to the Psychology department concerning your acceptance of this offer, please promptly email the following info to DickMalott@DickMalott.com: Full name Current/temporary address Permanent address (e.g., parent address) Current phone number Permanent phone number “Accept”, “decline”, or “still considering” the offer for admission into our MA program in Behavior Analysis. One last point: students who join BATS need to have a laptop computer with Microsoft Office, including PowerPoint.
20. If you have questions, please feel free to contact me by email (DickMalott@DickMalott.com) or phone (269-372-1268). I do hope it works out that you’ll be joining us. We’ll work hard, learn a lot, accomplish a lot, and have a great time. (Might read this before you start Boot Camp) Principles of Behavior 6th ed. (formerly EPB) Sincerely, Richard W. Malott, PhD, BCBA Behavior Analysis Program Department of Psychology Western Michigan University Kalamazoo, MI 49009 DickMalott@DickMalott.com Fax: (269) 387-4550 Phone: (269) 372-1268